The project aims to investigate the relationship between students working with digital multimodal production, and the development of creative and innovative skills. An interaction analysis of a class is utilised to examined which skills come into play whilst working with multimodal projects. The objective of the study is to clarify and interpret the essence and quality of social interaction, as viewed from a social constructivist learning theory standpoint.
The study has particular focus on the quality of the students' communicative competences when working cooperatively, and how they are utilised when working with multimodal productions.
In addition, the project seeks to answer how the students express their enterprise and self-efficacy when working within a multimodal structure.

The methodology used is a qualitative semi-ethnographic research, with an explorative approach.
The empirical data was generated through the use of video observation and semi-structured interviews.
The project concludes that working with multimodal productions facilitates greater dialogue, and thus, an increased student collaboration.
One conclusion is that working with digital productions motivates and engages the students, leading to increased dialogue and higher levels of cooperation. This suggests that working with multimodal productions can stimulate playful-talk, thereby developing creativity and divergent thinking.
The theme of the study's second analysis focusses on individual skills, and analyses the quality of dialogue and reasoning ability. It suggests that this manner of working doesn’t in itself promote the use of exploratory conversations and divergent questions.
The analysis shows that the working method opens up the possibility for students to take new positions, and thus innovate oneself. An important conclusion is that working with digital multimodal productions, doesn’t necessarily lead to students changing attitudes or their standpoint, nor does it automatically lead to increased innovative and creative skills.